page_title: Childhood
section_title: Play
hierarchical_section_title: Childhood / Healthy childhoods / Play
caption_attribution_description: English: The tournament. Signed and dated R Hedley 98. Oil on canvas. 83 x 103 cm
context_page_description: Childhood is the age span ranging from birth to puberty. It may also include adolescence, but precedes adulthood regardless. According to Piaget's theory of cognitive development, childhood consists of two stages: preoperational stage and concrete operational stage. In developmental psychology, childhood is divided up into the developmental stages of early childhood, middle childhood, and adolescence. Various childhood factors could affect a person's attitude formation.
  The concept of childhood emerged during the 17th and 18th centuries, particularly through the educational theories of the philosopher John Locke and the growth of books for and about children. Previous to this point, children were often seen as incomplete versions of adults.
context_section_description: Play is essential to the cognitive, physical, social, and emotional well-being of children. It offers children opportunities for physical (running, jumping, climbing, etc.), intellectual (social skills, community norms, ethics and general knowledge) and emotional development (empathy, compassion, and friendships). Unstructured play encourages creativity and imagination. Playing and interacting with other children, as well as some adults, provides opportunities for friendships, social interactions, conflicts and resolutions. However, adults tend to (often mistakenly) assume that virtually all children's social activities can be understood as "play" and, furthermore, that children's play activities do not involve much skill or effort.
  It is through play that children at a very early age engage and interact in the world around them. Play allows children to create and explore a world they can master, conquering their fears while practicing adult roles, sometimes in conjunction with other children or adult caregivers. Undirected play allows children to learn how to work in groups, to share, to negotiate, to resolve conflicts, and to learn self-advocacy skills. However, when play is controlled by adults, children acquiesce to adult rules and concerns and lose some of the benefits play offers them. This is especially true in developing creativity, leadership, and group skills.
  Play is considered to be so important to optimal child development that it has been recognized by the United Nations Commission on Human Rights as a right of every child. Children who are being raised in a hurried and pressured style may limit the protective benefits they would gain from child-driven play.
  The initiation of play in a classroom setting allows teachers and students to interact through playfulness associated with a learning experience. Therefore, playfulness aids the interactions between adults and children in a learning environment. “Playful Structure” means to combine informal learning with formal learning to produce an effective learning experience for children at a young age.
  Even though play is considered to be the most important to optimal child development, the environment affects their play and therefore their development. Poor children confront widespread environmental inequities as they experience less social support, and their parents are less responsive and more authoritarian. Children from low income families are less likely to have access to books and computers which would enhance their development.
caption: Ralph Hedley, The Tournament, 1898
exif: {}